Taming the Alien Genre: Bringing Science Fiction into the Classroom

Katherine T. Bucher and M. Lee Manning

"Ten minutes to transport!"

After checking my personal laser defense system for the third
time, I patted the pouch on my belt where Guardon had
packed his latest communication gear. Although I'd left Central
Command Space Depot for other stations, planets or star
systems many times, I knew this trip was different. Sure,
Commander Norlock had assured me that my protective suit
would easily withstand any remaining radiation on Earth.
But the radiation wasn't the only thing that I was worried
about. The reports from our satellites had shown unknown
moving shadows beneath the radioactive clouds circling the
abandoned planet but our sensors hadn't been able to penetrate
those clouds. Now, my two companions and I would
be the first beings to set foot on Earth since the so-called
accident. I wondered how much help a Sensenoid from the
outer galaxy and a Fractum from Station B would be if we
ran into Trouble.

Did the above scenario pique your interest or turn you
off? Transporting readers to a world where science makes
dreams and sometimes nightmares come true, science fiction
stories appeal to many middle and high school students. Paperbacks,
comics, and magazines
combine with movies, television
shows, and computer games to provide
young adults with an opportunity
to escape from the difficulties
of every day life and to enter imaginative
worlds of possibilities-
worlds where readers or viewers
can experience events based on
known or imaginary science
(
Ochoa & Osier, 1993
).

Unfortunately, many teachers do
not share their students' enthusiasm.
In the young adult literature
classes that we teach, both
preservice and inservice teachers
continually remind us that science
fiction is their least favorite genre. "I'm too practical for science
fiction; there's no life on other planets so why even think
about it?" "I just can't relate to these science fiction books."
"There's too much scientific information and I couldn't understand
the strange world the author describes." These are
typical of the comments that we hear whenever these teachers
start reading science fiction books. We know, however,
that, if teachers are not exposed to science fiction, they will
be unlikely to read, recommend, or teach science fiction titles
to their own middle school and high school classes.

This attitude seems to prevail in spite of national figures
which, on the surface, show an increased interest in what
Publisher's Weekly
calls the combined SF/fantasy category of
books. According to the annual figures compiled by
Publisher's Weekly
which were reported in the June-July 2000
issue of
Science Fiction Chronicle
, there was a significant increase
in the number of SF/fantasy bestsellers in 1999 when
compared to the previous two years. This resurgence of interest
has been driven, for the most part, by the phenomenal
success of the Harry Potter series, which is fantasy rather
than science fiction. However, there were also increased sales
of science fiction titles, triggered by the 1999 release of a
new
Star Wars
movie and the anticipated 2000 release of an
X-Men
film with accompanying books (
Rowling Dwarfs
'Adult' Titles in 1999's Best Selling books," 2000
).

Definition of Science Fiction

Although science fiction is often considered part of the
genre of fantasy literature, some writers label the broader
category "speculative fiction" and break it into fantasy and
science fiction (
Card,1990
). Science fiction is nothing more
than literature that is based on
current science as well as trends
and technology (
Ochoa & Osier,
1993
). Orson Scott Card is a
writer of both science fiction and
fantasy, and the only author to
win both the Nebula Award and
the Hugo Award two years in a
row for the best science fiction
novel (
Ender's Game
, 1986;
Speaker for the Dead
, 1987).
Card provides the following
way to differentiate between science
fiction and fantasy: "If the
story is set in a universe that follows
the same rules as ours, it's
science fiction. If it's set in a universe
that doesn't follow our rules, it's fantasy." (
Card, 22
)
He goes on to say that, while plot devices such as time travel
can be found in both fantasy and science fiction, if the story
contains metal, plastic, and/or heavy machinery, it is science
fiction; and the reader can assume, until told otherwise, that
the known laws of science apply. If the story contains talismans
or magic, it is fantasy; and the reader must rely on the
author to describe the natural laws that exist in this fantasy
world (
Card, 1990
). Using this explanation, Card identifies
five possible settings for science fiction novels (Figure 1). In
addition, science fiction may contain elements of time travel,
space opera, alien invasions, post-holocaust worlds, alien
worlds, alternative histories or realities, and gadget science
fiction (
Jordan 1995
).

Thus, the opening scenario of this article illustrates many
of the characteristics of science fiction. Set in our universe in
a post-holocaust future, it relies on machinery, gadgets, and
science, not magic or sorcery.

Reluctance to read or to teach science fiction

Traditionally using a paperback format, science fiction
publishing began in earnest in the 1950s with authors such
as Robert Heinlein and Ray Bradbury (
Louvisi, 1997
). Perhaps
because much original science fiction is still published
in paperback, some teachers dismiss science fiction as unworthy
of any serious reader's time. Other critics point out
that the stories are plot-driven
or setting-driven (rather than
character-driven), almost to
the exclusion of believable
and likeable characters. In addition,
as George Ochoa and
Jeffrey Osier (
1993
) indicate,
literary science fiction demands
a high level of scientific
accuracy with the errors
and inconsistencies found in
many science fiction books ruining the credibility of the story.
Still other readers may see the scientific information as detracting
from the story. Then too, many science fiction books
have lurid, pin-up style covers or contain steamy sex scenes.
Finally, fearing censorship challenges such as those raised
because of the wizardry in the Harry Potter books, some teachers
may be reluctant to use novels that present alternative
worlds, challenge the supremacy of life on Earth, or present
alternatives to contemporary religious beliefs.

On the other hand, there are those individuals who maintain
that science fiction can be a means of opening student
minds and imaginations. Anne Devereaux Jordan
(
1995
)stated that, "science fiction for both adults and young
people has developed into a sophisticated literary form worth
reading and worthy of study" (17). Because good science
fiction is alive, vibrant and exciting, its use may yield unexpected
dividends (
Hughes 1992
).

Its appeal comes from its imagination and vision of the
past, present, and future. Imagination comes into play as
science fiction challenges readers to first imagine and then to
realize the future of not only the novel they are reading but,
in juxtaposition, the world in which they live. Well-written
science fiction both warns and teaches readers to build the
future they want, based upon logical and knowledge, and
does so in a pleasing and entertaining manner (
Jordan 1995
).
It is this emphasis on imagination and an escape from the
demands and practicalities of the real world that appeals to
many readers. No longer just "the good versus the bad,"
current science fiction reflects many topics such as future
worlds, super-intelligent mechanical and human beings, time
travel and altered historical events, robots, DNA experiments,
nuclear holocaust and survival, toxic wastes, and germ warfare.
In fact, a strength of science fiction is its diversity and
appeal to a various reading and grade levels.

Selection and Use of Good Science Fiction

It can be very difficult for teachers to select and recommend
good science fiction, especially if they, individually, do
not enjoy reading novels in the genre. Fortunately, there are
many resources that teachers can use to aid in the selection
of quality science fiction titles.

First, there are awards and annual best books lists which
feature science fiction. The two of the most prestigious awards
are the Nebula Award, which is given by the Science Fiction
Writers of America, and the Hugo Award, which is presented
by the World Science Fiction Convention. Although the Hugo
Awards (
http://www.wsfs.org/hugos.html
) are given in more
categories, the Nebula Awards (
http://dpsinfo.com/nebulas/
index.html
) have been called the academy awards of science
fiction (
Card 1990
). Annual lists of both the Hugo nominees
and the Nebula winners can usually be found in the June
issue of
Science Fiction Chronicle; the Science Fiction
and
Fantasy Newsmagazine
(DNA
Publications, P.O. Box 2988,
Radford, VA 24143-2988;
http://
www.sfsite.com/sfc
). Also, this
magazine issue usually contains
information on the Arthur C.
Clarke Award for science fiction
published in Great Britain, as well
as brief listings of a variety of other
award winners and nominees such
as the Prix Aurora Award
(
www.sentex.net/~dmullin/aurora
) for Canadian science fiction
and fantasy. In addition its publisher, DNA Publications,
produces a number of other magazines devoted to science
fiction, including
Weird Tales, Aboriginal SF
, and
Absolute
Magnitude
.

Another excellent source to help teachers identify outstanding
science fiction books is the annual best books list published
in the April issue of
Voice of Youth Advocates (VOYA)
magazine (Scarecrow Press, 4720A Boston Way, Lanham, MD
270706;
http://www.voya.com/
). Featuring fantasy and horror
as well as science fiction, this annotated bibliography
consists of excerpts from the reviews of highly rated titles
that were published in
VOYA
in the previous year (June to
April). One outstanding feature of this list is that, in addition
to identifying the suggested grade level for each title
(middle school through senior high), the reviewers rate each
title for both popularity (1P to 5P) and the quality (1Q to
5Q) of the writing. Included on the list are adult-marketed
titles that the reviewers recommend for young adults.

In 1999,
Science Books and Films
, a publication of the
American Association for the Advancement of Science (
http:/
/www.sbfonline.com/index.htm
), began to include science fiction
reviews. With background in the pure and applied sciences,
its reviewers are qualified to evaluate the scientific as
well as the literary qualities of the novels (
Gath 1999
). Subscribers
can view a database of reviews on line as well as in
the traditional hard copy periodical format.

Other professional resources are available to aid in book
selection. One helpful source is
What Fantastic Fiction Do I
Read Next?
edited by Neil Barron (
1998
). Featuring over
4,800 fantasy, science fiction, and horror titles, this well-indexed
volume includes best books of the 1990s. Suzanne
Elizabeth Reid's (
1998
)
Presenting Young Adult Science Fiction
provides the historical background of science fiction as
well as individual chapters on authors such as Orson Scott
Card and Octavia Butler with biographical information and
bibliographies of their works.

Naturally, the Internet has become the home to a number
of excellent sites with information on science fiction. Many
of the Web-based magazines or "Webzines" can be located
through
SF Zines WebRing
(
http://backinthe.ussr.net/sfzines
).
Additional information about science fiction and a categorized
list of links to sites throughout the world can be found
at
Science Fiction Resources
Guide SFRG
(
http://
sflovers.rutgers.edu/Web/
SFRG
).

Individuals who wish to evaluate individual science fiction
titles on their own should apply many of the same standards
used to evaluate any work of fiction. While the plot,
setting and characters might be simpler in science fiction that
in other genres, simplicity does not imply poor quality. Contrived
plotting, stereotypical characterization and ineptly
portrayed settings are weaknesses in any work of fiction (
Harris
1992
). As Jordan (
1995
) maintains, good science fiction
must be believable. Readers will be skeptical and fail to believe
the setting or events if the science fiction does not present
a logical world or if the story shows poorly-research and
flawed science. A discussion of this important part of science
fiction writing can be found in an installment of the National
Public Radio Program
Talk of the Nation: Science Friday
,
which appears on the Web at
http://www.sciencefriday.com/pages/1998/Nov/hour2_112098.html
. Figure 2 provides some
additional suggestions for evaluating science fiction.

In addition, when selecting a science fiction book to use in
a classroom, teachers must consider their purpose for using
the work and the context in which it will be used. Certainly,
a novel which is taught
for its literary concepts is
judged differently than
one which is taught for
other concepts such as
ecological or social
awareness. Teachers must
also determine whether
the book meets the materials-
selection standards
of the local governing
bodies for the school
Many of the early work
of science fiction might
appear sexist by today's
standards, but the introduction
of strong female
characters has led to the
inclusion of sexual situations
which might cause
difficulties in many classrooms (
Harris 1992
).

Suggested Science Fiction Titles for Young Adults

To assist teachers in identifying current science fiction titles
for adolescents, we have selected the following titles published
within the last five years. In addition to some of our
personal favorites, there are award winners, titles from best
books lists, and titles recommended by young adults.

Anthologies provide good introductions to the science fiction.
Edited by Jack Dann and
Gardner Dozois,
Armadeggons
(1999) contains 12 end-of-theworld
stories.
Absolute Magnitude
(1997), edited by Waten
Lapine and Stephen Pagel, is another
excellent collection of science
fiction short stories. Finally,
a blend of history with current
personalities is found in
Past
Lives, Present Tense
(1999) edited by Elizabeth Ann
Scarborough.

Two of the recent Nebula Award winners have featured
strong characters who must evaluate their own moral views
of right and wrong. In the 1998 winner
Forever Peace
(1997)
by Joe Haldeman, a U.S. soldier fighting a remote-controlled
war realizes that there is a way to bring universal peace to
the world. Octvaia Butler's 1999 winner
Parable of the Talents
(1998) continues the Earthseed series with a story told
by Lauren and her daughter of survival in a post-apocalyptic
world.

Popular realistic fiction writers sometimes create books in
the genre of science fiction.
In The Dark Side of Nowhere
(1999) by Neal Schusterman, 14 year-old Jason finds out that
his parents and classmates are part of an alien invasion force.
Star Split
(1999) by Kathryn Lasky tells the futuristic story
of thirteen- year-old Darci, an underground movement, and
unauthorized cloning.
Science fiction authors often speculate about the effects
that war has on people. In John Marsden's
Tomorrow When
the War Began
(1996), Australian teenager Ellie and six of
her friends return from a winter break camping trip to find
their homes burned, their families imprisoned, and their country
occupied by a foreign military force. Providing another
perspective on the story that was told in
Ender's Game
,
Ender's Shadow
(1999) by Orson Scott Card presents the
story of Bean, a classmate of Andrew "Ender" Wiggin, in the
battle for the future of earth against the invasion of an insectile
race of Aliens called the Buggers.

Movie tie-ins remain popular. One of the best is
Star Wars:
Episode I, The Phantom Menace
(1999) by Terry Brooks,
who is well-known for his Shannara fantasy titles. Another
is Barbara Hambly's
Star Wars: Planet of Twilight
(1997),
which features a kidnaping, plague, and a daring rescue mission.

There is plenty of science for the hard-core science fiction
reader in several recent novels. Stephen Baxter's
Moonseed
(1998) charts the development of a geological lubricant that
will lead to the destruction of Earth. An artifact from another
dimension becomes the object of desire for several civilizations
in our galaxy in Iain Banks'
Excession
(1997). Finally,
Antarctica
(1998) by Kim Stanley Robinson pits radical environmentalists
against the corporations who are mining the
wealth of the south pole.

Many readers enjoy the humor found in some science fiction
novels. Kathy Mackel's
A Can of Worms
(2000) tells
what happens when fictional stories about aliens become true.
In Anonymous Rex: A Detective Story
(2000), Eric Garcia
writes about a world in which dinosaurs secretly make up
5% of the population. Wearing a human costume,
Velociraptor Vincent Rubio, a down-on-his-luck dinosaur private
eye, investigates a case and unmasks a number of famous
"humans" who were really dinosaurs.

Finally, technology can play a central role in science fiction.
The Christian science fiction novel
Fatal Defect: A
Genetic Thriller
(1998) by Jefferson Scott features a computer
war and terrorists with a lethal botulism plague. In Leo
Frankowski's
The Fata Morgana
(1999), technology comes
to an island that has been isolated for thousands of years.

Science fiction books can be a welcome addition to many
middle and high school classrooms. Unfortunately, while they
appeal to many middle and secondary school readers, teachers
are not as familiar with these materials as they are with
realistic and historical fiction and may be unsure about selecting
these materials for classroom use. The solution to this
possible dilemma is for educators to become familiar with
the resources for selecting science fiction, to identify criteria
to use when evaluating science fiction, and to read current,
recommended science fiction literature.

Katherine T. Bucher is an Associate Professor of Educational
Curriculum and Instruction, and M. Lee Manning is
a professor of Educational Curriculum and Instruction. Both
teach at Old Dominion University, Norfolk, Virginia.